Bachelor of Community Services

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SPS202 Working with Young People and their
Families

COURSE Bachelor of Community Services
LEVEL OF STUDY
CORE/ELECTIVE
CREDIT POINTS 		2nd Year
Core
15 Credit Points
TOTAL COURSE CREDIT POINTS 360 credit points
DURATION
LECTURE & TUTORIALS
PERSONAL STUDY HOURS 		One trimester
2 hours lecture, 1 hour tutorial per week
7 hours per week
TOTAL WORKLOAD PER WEEK
PRE-REQUISITE
CO-REQUISITE 		10 hours per week
INT103 Human Development Across the Lifespan
Nil

CONTACT DETAILS
UNIT COORDINATOR
Dr Karen Broadley
[email protected]
MELBOURNE
Lecturer: Dr Karen Broadley
Email: [email protected]
SYDNEY
Lecturer: Quoc Sung DANG (Shane)
Email: [email protected]
PERTH
Lecturer: Ms. Carly Brisby
Email: [email protected]
DESCRIPTION
This unit examines the underpinning issues in working with young people and their families. It is designed to give
students an overall understanding of the challenges faced by professional workers engaged in young people and family
work. Drawing on the basic knowledge of human development and case management, students will learn theories
and approaches to respond to issues working with young people and their families. The unit focuses on the social
policy around safety and minimising risks in young people, and increase studentā€™s understanding of how professionals
at all times be cognisant of clientā€™s rights. Students will gain knowledge of the interrelated nature of dual diagnosis,
including mental health, homelessness and multiple complex needs. Furthermore, the unit examines effective
communication and facilitating engagement skills while working with young people and their families.
GRADUATE ATTRIBUTES
Graduates of Stottā€™s College are expected to have Knowledge, Skills and Abilities (KSA) on three different
dimensions. Each unit in the course contributes to the development of Stottā€™s Collegeā€™s Graduate Attributes which
you should demonstrate on completion of the course.

Professional
GA1 Hold a body of knowledge relevant to their field of study, that includes an understanding of
theories, practices, and the scope of their discipline;
GA2 Have the skills required to operate effectively within their chosen profession;
Personal
GA3 Have developed an appreciation, tolerance and ability to work effectively across the
entire diversity spectrum;
GA4 Be able to work independently and collaboratively;
GA5 Be able to set appropriate goals for ongoing intellectual and professional development;
GA6 Be self-critical and identify shortcomings in their own knowledge, skills and abilities;
GA7 Understand ethical responsibilities and behaviour pertinent to their chosen discipline
and profession and practice the behaviour to the highest standards;
GA8 Have developed a high level of oral, visual and written communication skills, across a range of
communication technologies, relevant to their fields of study, and recognise the importance
of maintaining these;
Academic

2

GA9 Be able to identify the need for data, information and knowledge to solve problems in familiar
and unfamiliar contexts using appropriate media, tools and methodologies and be able to
critically evaluate the information in terms of its validity, accuracy, currency against oneā€™s
own values;

 

GA10 Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge
with the confidence to be analytical, creative and critical;
GA11 Be able to understand, define, analyse, evaluate, investigate problems and make
informed recommendations and decisions.

COURSE LEARNING OUTCOMES
The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian
Quality Framework specifications for Bachelorā€™s degrees (AQF Level 7). On completion of the degree, graduates will have
achieved these learning outcomes in the following dimensions:

Knowledge
CLO1 Demonstrate broad knowledge of a range of community services theories and frameworks.
CLO2 Develop an appreciation for the legal framework in which organisations and communities
operate.
CLO3 Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and
other drugs, youth, family and mental health.
CLO4 Develop and apply an understanding of human diversity, including culture, gender, age,
ability, class, religion and sexuality.
Skills
CLO5 Critically review, analyse, and evaluate knowledge in community services theories and
frameworks.
CLO6 Integrate and apply knowledge of community services professional practice and
competencies within appropriate ethical and professional standards.
CLO7 Apply critical thinking and judgement in identifying and solving problems in case
management interventions.
CLO8 Demonstrate advanced counselling and communication skills in dealing with clients and
other professionals.
Application of Knowledge and Skills
CLO9 Demonstrate applied research skills including projects.
CLO10 Identify clients with complex and diverse needs and develop appropriate service provision.
CLO11 Practice case management ethically and intentionally within established legal, policy and
professional frameworks and codes of ethics.
CLO12 Integrate feedback from clinical supervision and cultivates the capacity for reflective
practice, professional responsibility, and accountability.

3
UNIT LEARNING OUTCOMES
At the completion of this unit, a student should be able to:

LO1 Demonstrate knowledge about approaches to working with young people and their families.
LO2 Identify factors that increase vulnerability in young people and their families.
LO3 Evaluate current government policies of working with young people.
LO4 Critically analyse policies and practices around risk assessment and risk management of
young people.
LO5 Identify ethical dilemmas involved in working with young people and their families.

CONTENT
Topics will include:
1. Introduction to Working with Young People & their Families
2. Young people and families with multiple and complex needs
3. Young people and the statutory child protection system
4. Young people and the youth justice system
5. Young peopleā€™s rights
6. Effectively engaging with and communicating with young people and their families
7. The assessment and intervention process
8. Risk assessment and risk management
9. Responding to young people who have experienced trauma
10. Promoting resilience in young people
11. Interagency collaboration and communication
12. Professional ethics
4
LEARNING TASKS AND ASSESSMENTS
Assessment questions must be directed to your Tutor.
In order to pass this unit, students are required to achieve an aggregate mark of 50% for all
assessment tasks. Refer to the Assessment Grades section at the end of the unit outline for
important information regarding awarding of grades. Attendance is crucial to pass this unit.
Where required, you must use APA 7 Referencing in your assessments.

Assessment Weight Due Learning
Outcomes
Assessed		 Course Learning
Outcomes
1. OPEN BOOK TEST
Short answer questions and
a case study.		 30% Week 6 L01,2,3,5 CLO1,2,4,6,7,10
2. INDIVIDUAL VIDEO ORAL
PRESENTATION
Presenting a professionalā€™s
response to a case study 8-10
minutes		 20% Week 8 LO1,2,5 CLO1-12
3. INDIVIDUAL WRITTEN
ESSAY
Word count 2000 ā€“ 2500 words		 40% Week 11 LO1-5 CLO1-12
4. TUTORIAL PARTICIPATION 10% Week 1-12 LO1-5 CLO5-12
TOTAL 100%

5
WEEKLY OUTLINE

Week Topic Text reference and set
readings 		Tutorial Activity
Week 1 Introduction to Working with Young
People & their Families		 COAG (2009)
Cooper (2018)
Lee (2020)		 Welcome & outline tutorial activities
and assessments
Week 2 Young people and families with
multiple and complex needs.		 Bromfield, Lamont, Parker, &
Horsfall, (2010).
Maidment & Egan (2016) Ch 9 		Group discussion and case study
Week 3 Young people and the statutory
child protection system		 CFCA (2018)
Maidment & Egan (2016) Ch 13		 Group discussion and case study
Week 4 Young people and the youth justice
system		 Boyd & Bromfield (2006)
Evertzs & Miller (2012) 		Group discussion and case study
Week 5 Young peopleā€™s rights United Nations Convention
on the Rights of the Child
Bessant & Broadley (2014)
Lansdowne (2011)		 Group discussion and case study
Week 6 Effectively engaging with and
communicating with young
people and their families		 Robinson & Miller (2012)
Maidment & Egan (2016) Ch 2 &
16 		Group discussion and case study
Week 7 The assessment and intervention
process		 Miller (2012)
Robinson & Miller (2012)
Maidment & Egan (2016) Ch 10		 Group discussion and case study
Week 8 Risk assessment and risk management AIFS (2016)
CFCA (2017b)
Ranahan (2016)
Maidment & Egan (2016) Ch 11		 Group discussion and case study
Week 9 Responding to young people
who have experienced trauma.		 Hunter (2015)
Maidment & Egan (2016) Ch 9 		Group discussion and case study
Week 10 Promoting resilience in young people Gilligan (2003)
Hunter (2012)
Velleman & Templeton (2016)		 Group discussion and case study
Week 11 Interagency communication and
collaboration		 Bronstein (2003)
Green et al (2008) 		Group discussion and case study
Week 12 Professional ethics ACWA Code of Ethics
Broadley (2021)		 Group discussion and case study

6
PRESCRIBED TEXTS
Required Texts
Maidment. J., & Egan. R., (2016). Practice Skills in Social Work and Welfare: More Than Just Common Sense.
New South Wales, Allen and Unwin.
Readings to Accompany the Lectures
Australian Association of Social Workers (AASW) (2013). Code of ethics. AASW, Canberra, ACT.
Australian Bureau of Statistics (ABS). (2017). Personal Safety Survey 2016. ABS cat. No.
4906.0.Canberra: ABS.
Albury, K., Crawford, K., Byron, P., & Mathews, B. P. (2013). Young people and sexting in Australia:
Ethics, representation and the law. ARC Centre for Creative Industries and Innovation/Journalism and
Media Research Centre, UNSW.
Australian Institute of Health and Welfare 2016. Young people in child protection and under youth
justice supervision 2014ā€“15. Data linkage series no. 22. Cat. no. CSI 24. Canberra: AIHW.
Australian Institute of Health and Welfare 2019. Child protection Australia: 2017ā€“18. Child welfare
series no. 70. Cat. no. CWS 65. Canberra: AIHW.
Bessant, J., & Broadley, K. (2014). Saying and doing: Child protective services and participation in
decision making. International Journal of Childrenā€™s Rights, 22, 710ā€“729.
Bessant, J. (2009). Aristotle meets youth work: A case for virtue ethics. Journal of Youth Studies, 12(4),
423-438.
Blomfield, J. C. (2018). Understanding and responding to problem sexual behaviours in children.
Australian journal of general practice, 47(6), 366.
Broadley, K. (2019). Virtue Ethics and Good Professional Judgement in Child Protection. In Child
Abuse and Neglect (pp. 307-323). Academic Press.
Broadley, K. (2014). Equipping child protection practitioners to intervene to protect children from
cumulative harm: Legislation and policy in Victoria, Australia. Australian Journal of Social Issues, 49(3),
265-284.
Bromfield, L. M., Lamont. A., Parker, R., & Horsfall, B. (2010). Issues for the safety and wellbeing of
children in families with multiple and complex problems (Doctoral dissertation, Australian Institute of
Family Studies).
7
Child Family Community Australia (CFCA). (2018) What is child abuse and neglect? CFCA Resource
Sheet. Melbourne: Australian Institute of Family Studies
Child Family Community Australia (CFCA). (2017a) Mandatory reporting of child abuse and neglect.
CFCA Resource Sheet. Melbourne: Australian Institute of Family Studies
Child Family Community Australia (CFCA). (2017b) Risk and protective factors for child absue and
neglect. CFCA Resource Sheet. Melbourne: Australian Institute of Family Studies
Child Family Community Australia (CFCA). (2017c) Age of Consent Laws. CFCA Resource Sheet.
Melbourne: Australian Institute of Family Studies
Cooper, T. (2018). Defining youth work: Exploring the boundaries, continuity and diversity of youth
work practice. The SAGE handbook of youth work practice, 3-17.
Cornwallis, T. (2013). A practical approach to tackling parental alcohol abuse, Community
Practitioner, 86(2), 34-36.
Council of Australian Governments (2009) Protecting Children is Everyoneā€™s Business: National
Framework for Protecting Australiaā€™s Children 2009-2020. Canberra: Commonwealth of Australia
Crane, P. R. (2016). Should we extend ‘Care’ or ‘care’?. Parity, 29(1), 6-8.
El-Murr, A. (2017). Problem sexual behaviours and sexually abusive behaviours in Australian children
and young people. CFCA Paper, (46).
Fien, J., & Charlesworth, E. (2012). ā€˜Why isnā€™t it solved?ā€™: Factors affecting improvements in housing
outcomes in remote Indigenous communities in Australia. Habitat international, 36(1), 20-25.
Funston, L., & Herring, S. (2016). When will the stolen generations end?: A qualitative critical exploration
of contemporary child protection practices in Aboriginal and Torres Strait Islander communities. Sexual
Abuse in Australia and New Zealand, 7(1), 51.
Green, P. (2020). Risks to children and young people during covid-19 pandemic. The BMJ
Hunter, C. (2012). Is resilience still a useful concept when working with children and young people? Child
Family Community Australia, Melbourne: Australian Institute of Family Studies.
Hunter, C. (2015) Responding to children and young peopleā€™s disclosures of abuse, Child Family
Community Australia, Melbourne, Australian Institute of Family Studies.
Kaur, J. (2012). Cultural Diversity and Child Protection. Australian research review on the needs of
culturally and linguistically diverse (CALD) and refugee children and families. Retrieved from
Queensland Australia:
8
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent
Health, 4(6), 421.
MacKenzie, D. (2018). Some Reflections on the Policy History of Youth Homelessness in Australia.
Cityscape, 20(3), 147-156.
McDonald, M., & Rosier, K. (2011). Interagency collaboration-What is it, what does it look like, when is
it needed and what supports it. Australian Institute of Family Studies.
Mendes, P., Baidawi, S., & Snow, P. C. (2014). Young people transitioning from out-of-home care in
Victoria: Strengthening support services for dual clients of child protection and youth justice.
Australian Social Work, 67(1), 6-23.
Miller, R. (2012). Best Interests Case Practice Model: Summary Guide. Victorian Government
Department of Human Services. Melbourne.
Prendergast, L. E., Toumbourou, J. W., McMorris, B. J., & Catalano, R. F. (2019). Outcomes of early
adolescent sexual behavior in Australia: Longitudinal findings in young adulthood. Journal of
Adolescent Health, 64(4), 516-522.
Quadara, A., & Hunter, C. (2016). Principles of Trauma-informed approaches to child sexual abuse: A
discussion paper. Sydney, Australia: Royal Commission into Institutional Responses to Child Sexual
Abuse.
Robinson, S. (2012). Enabling and protecting. Proactive approaches to addressing the abuse and neglect
of children and young people with disability. Melbourne: Children with Disability Australia.
Quayle, E. (2017). Over the Internet, under the Radar: Online Child Sexual Abuse and Exploitationā€”
A Brief. Centre for Youth & Criminal Justice Website.
Ranahan, P. (2016). Protocols or principles? Reimagining suicide risk assessment as an embedded,
principle-based ongoing conversation in youth work practice. Child & Youth Services, 37(4), 362-380.
Robinson, E., Power, L., & Allan, D. (2011). What Works with Adolescents?: Family Connections and
Involvement in Interventions for Adolescent Problem Behaviours. Family Matters, (88), 57.
Robinson, E., & Miller, R. M. (2012). Adolescents and their families: Best interests case practice model:
Specialist practice resource. Department of Human Services.
South Australian Government Office for Youth (2019) Working with Vulnerable Youth Key Concepts and
Principles found at https://officeforyouth.sa.gov.au/resources/working-with-young-people
Velleman, R., & Templeton, L. J. (2016). Impact of parents’ substance misuse on children: An update.
BJPsych Advances, 22(2), 108-117.
9
White, O. G., Hindley, N., & Jones, D. P. (2015). Risk factors for child maltreatment recurrence: An
updated systematic review. Medicine, Science and the Law, 55(4), 259-277.
Recommended Additional References
Children, Youth and Families Act 2005 (CYFA) and the Child Wellbeing and Safety Act
(2005).
http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/PubStatbook.nsf/edfb620cf7503d1aca2
56da4001b08af/15A4CD9FB84C7196CA2570D00022769A/%24FILE/05-096a.pdf [accessed 05/09/2016].
Chenoweth, L & McAuliffe, D. (2012). The road to social work & human service practice, (3rd ed).
South Melbourne: Cengage.
Commonwealth of Australia (2017) Royal Commission into Institutional Responses to Child Sexual
Abuse: Final Report: Canberra: Commonwealth of Australia.
Hallam, K. T., Landmann, O., Hall, K., Kutin, J., Bruun, A., & Ennis, D. (2018). The Victorian Youth
Needs Census: Report on the Needs and Characteristics of Young People in the Youth Alcohol and
Other Drug System in 20162017. Melbourne, Australia.
USEFUL RESOURCES
Journals
ā€¢ New Zealand Journal of Social Sciences
ā€¢ Drug and Alcohol Dependence
ā€¢ Australian Social Work
ā€¢ British Journal of Special Education
ā€¢ Australian and New Zealand Journal of Family Therapy
ā€¢ British Journal of Social Work
ā€¢ Australian Journal of Advanced Nursing
ā€¢ Addictive Behaviors
Websites
http://www.den.org.au/resources
http://www.ysas.org.au/
https://www2.health.vic.gov.au/mental-health
https://www2.health.vic.gov.au/mental-health/practice-and-service-quality/mental-health-act-2014-
handbook http://www.australia.gov.au/information-and-services/health/drug-and-alcohol-use
http://www.alcohol.gov.au/internet/alcohol/publishing.nsf/Content/cli
http://www.homelessnessaustralia.org.au/images/publications/Fact_Sheets/Young_People.pdf
10
https://officeforyouth.sa.gov.au/resources/working-with-young-people
https://www.missionaustralia.com.au/what-we-do/youth-services
http://www.reach.org.au/we-are-reach/
http://www.salvationarmy.org.au/en/Who-We-Are/our-work/Homelessness/Youth-homelessness/
Australian Drug Information Network: http://www.adin.com.au/help-support-services
Jesuit Social services: http://www.strongbonds.jss.org.au/workers/professional/familyaware.html
Youth Law Australia found at https://yla.org.au/about-us/
Relevant key legislation, regulations and amendments:
http://www.dhs.vic.gov.au/for-service-providers/children,-youth-and-families/childprotection/specialistpractice-resources-for-child-protection-workers
– Children Youth and Families Act 2005
– Crimes Amendment (Protection of Children) Act 2014
– Working with Children Act 2005 (Vic)
– Child Wellbeing and Safety Act 2005 (Vic)
– The Charter of Human Rights & Responsibilities Act 2006 (Vic)
– Family Law Act 1975 (Cth)
– Occupational Health and Safety Act 2004
– Victorian Crimes Act 1958.
Support for young Australians
The following organisations offer health and wellbeing support for young people:
ā–Ŗ Kids Helpline – call 1800 55 1800.
ā–Ŗ Youth Beyond Blue
ā–Ŗ Reach Out and Headspace
ā–Ŗ The Butterfly Foundation
ā–Ŗ Lifeline – call 13 11 14
11
Assessment 1: Open book test (30%)
Due Date: week 6
The goal of this assessment is to test your knowledge and comprehension of what you have learnt in lectures 1 to 5.

Assessment Completion of a multiple-choice and short answer test in class
Format Students are required to undertake an online open book test consisting of a series of short answer questions, and a case study. The
questions/case study will be based on material taught in weeks/lectures 1 to 5.
The test will be released in Moodle after all campuses have had their week 5 lecture.
Students will be given five days to complete this test. No extensions will be given.
Criteria Correct answers to the questions
Generic skills assessed Information literacy

13
Assessment 2: Individual Video Oral Presentation (20%)
Video Length: 8-10 minutes
Due Date: Week 8
Students are to choose one case study from the case studies provided below. Students are then
required to develop and deliver an 8 ā€“ 10 minute PPT/oral/video presentation to be submitted by the
Friday of week 8. By drawing primarily from what you have learnt in this unit students must explain
how they might understand and respond to their chosen case. Challenges and ethical dilemmas must
also be identified and discussed.
Your power point slides for your video oral presentation should include at least 5 (scholarly) journal
articles or books. The format of your slides will be discussed in greater detail during tutorials.
Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way
constitute academic references for the purpose of your assignments. If you rely on such sources for
theoretical support, you will be deemed NOT to have met the requirements of the assessment.
CASE STUDIES
Stephanie
You are a youth worker attached to a local secondary college. Stephanie who is 18 years old comes
to talk to you about recent events that have upset her. You know that Stephanie is doing ok
academically despite having a minor learning difficulty. Stephanieā€™s life at home is difficult. Her
parents are divorced, and her father has little involvement with her or her two brothers. She doesnā€™t
get along well with her mother. He mother works full-time.
Stephanie tells you that she recently started a relationship with Zac who is one year younger than she
is. A few weeks ago, she sent Zac some pictures of herself topless. Then over the weekend, she went
to a party and Zac and his friends were there. She said that she had too much alcohol to drink. Zac
took her outside with some of his friends and engaged in an intimate act with her while his friends
filmed them. Stephanie is embarrassed and upset because the video has been sent around the school.
She says Zac loves her and she loves him, and she still wants to be in a relationship with him. She
firmly tells you that she doesnā€™t want her mother to know any of what she has told you.
Jade Ling
Jade Ling is the 15-year-old daughter of Chinese parents referred by her school counsellor to you.
You are a Reconnect worker at a Reconnect Program (see below for information about this program).
Information gathered by telephone in the intake phase is as follows:
ā€¢ That prior to about three months ago, Jade Ling was a hardworking and high achieving student.
ā€¢ She was a quiet and well-behaved student with 2 ā€“ 3 close friends.
ā€¢ However, over the past three months, her grades have deteriorated. She has stopped hanging out with
her old group of friends and now hangs out with the ā€˜coolā€™ group of young people.
ā€¢ She has started smoking cigarettes and drinking alcohol. Although her parents donā€™t let her go out on the
weekend, she looks for any opportunity to sneak out of the house and visit her friends.
ā€¢ Jade Lingā€™s parents are very distressed and angry. They canā€™t understand why Jade Ling is rebelling
against them. They are worried about the negative influence and role model she is to her younger
sisters. They are talking about sending her to live with an uncle and aunt interstate.
ā€¢ In her most recent counselling session, she hinted that she has been sexually abused. She would give no
information about when this may have happened or who the perpetrator might be.
The school counsellor made a report to Child Protection. But neither child protection nor the police took any
action because of the vagueness of the sexual abuse concerns.
The school counsellor referred Jade Ling and her family to you (the Reconnect Worker).
Note: The Reconnect Program is a community based early intervention and prevention program for young
people aged 12 to 18 years who are homeless or at risk of homelessness, and their families. The aim of
Reconnect is to prevent homelessness by intervening early with families and young people to stabilise and
improve their housing situation and improve their level of engagement with family, education, training,
employment and their local community (Department of Social Services, 2019).
Abe
You work for Anglicare as a youth worker. Early this week, you received a referral from child protection in
relation to Abe, a 15-year-old young person. According to child protection, the police caught Abe shoplifting and
gave him a caution rather than charging him with theft. The police reported the situation to child protection
because they were concerned about Abeā€™s welfare and risk of placement breakdown. Child protection referred
the case to Anglicare Youth Services ā€“ and then child protection closed the case. You are the allocated youth
worker.
Child protection provided you with the following information.
ā€¢ Abe is 15 years old.
ā€¢ Abe previously lived with his father, stepmother and half siblings. However, he experienced abuse and neglect
in their care.
ā€¢ Approximately six months ago, child protection became involved and placed Abe in the care of his paternal
grand-mother Marj, aged 64. Child protection then closed the case.
ā€¢ There are some generational issues with Marj struggling to accept some of Abeā€™s normal adolescent
behaviours. Her understanding of contemporary adolescent development is poor.
ā€¢ Abe is struggling at school, smoking cigarettes, stealing money from Marj, stealing at school and in the
community.
ā€¢ Abeā€™s behaviour at home is difficult for Marj to manage.
ā€¢ In addition, Abeā€™s father and stepmother are struggling with financial issues, and Abeā€™s father has now
refused to provide financial support for him.
ā€¢ Many times over the past 6 months, Marj has threatened to relinquish Abeā€™s care, and this is creating anxiety
for Abe.
Today you went to visit Marj and Abe, however Abe stayed in his room and refused to talk to you. You spent an
hour talking to Marj about what has been going on at home and the challenges she faces in caring for Abe. Marj
told you that she loves Abe ā€“ but doesnā€™t think she can continue to care for him for much longer.

Criteria for
video oral
presentation		 Weight
100% 		HD D C P F
Delivery 10% ā–Ŗ Oral presentation is clearly delivered with
presenter maintaining eye contact with
the camera.
Structure and
referencing		 20% ā–Ŗ Statement of purpose of presentation:
made explicit and followed.
ā–Ŗ Clear overall structure.
ā–Ŗ Power point slides are well referenced
with reference list at the end.
Demonstrating
thorough
knowledge of
key issues
relating to the
case study.		 30% ā–Ŗ Demonstrated knowledge of client
target group
ā–Ŗ Identification of main risk concerns,
with appropriate prioritizing of
concerns.
ā–Ŗ Demonstrated knowledge of statutory
and non-statutory service system
(where relevant)
ā–Ŗ Demonstrated knowledge about young
peopleā€™s rights
ā–Ŗ Demonstrated knowledge of relevant
policy and legal frameworks.
ā–Ŗ Knowledge and claims are well
supported by evidence
Demonstrating
clear
understanding
of micro-skills,
knowledge,
theories, strategies
and approaches
required for
working
effectively with
chosen client.		 20% ā–Ŗ Identification of micro-skills,
knowledge, theories, and approaches
required when engaging with the
young person and family.
ā–Ŗ Analysis and best practice
recommendations are well supported
by research.
Describing and
discussing the
challenges and
ethical
dilemmas with
the chosen
young person
and family.		 20% ā–Ŗ Clear identification of practice challenges.
ā–Ŗ Clear identification of ethical dilemmas.
TOTAL /20%

17

Criteria for video
presentation		 High Distinction
80% –		 Distinction
70%- 79%		 Credit
60-69%		 Pass
50-59%		 Fail
<50%
Delivery Consistently holds listener attention.
Looks directly at the camera, seldom
looking at notes. Speaks clearly, at an
appropriate pace, with fluctuation in
volume and emphasis.		 Usually holds listener attention.
Usually looks at the camera,
sometimes looking at notes. Usually
speaks clearly, and at an
appropriate pace, with fluctuation
in volume and emphasis.		 Sometimes holds listener
attention. Sometimes looks at
the camera, often looking at
notes. Usually speaks clearly,
at an appropriate pace, with
fluctuation in volume and
emphasis.		 Minimally holds listener attention.
Occasionally looks at the camera,
seldom looking at notes. Speaks
clearly, at an appropriate pace,
with fluctuation in volume and
emphasis.		 Consistently reads from notes.
Does not speak clearly or at an
appropriate pace.
Structure and
Referencing		 Statement of purpose of presentation
is made explicit from the start ā€“ and
then followed. There is a clear overall
structure containing an introduction,
main points, and conclusion.
Referencing throughout and
reference list at the end.		 Statement of purpose of
presentation is largely made explicit
from the start ā€“ and then followed.
There is an overall structure
containing an instruction, main
points, and conclusion. Referencing
is mostly complete throughout with
reference list at the end.		 Statement of purpose of
presentation is made
somewhat explicit from the
start ā€“ and then followed.
There is an overall structure
containing an instruction,
main points, and conclusion,
with satisfactory referencing.		 The purpose of presentation lacks
clarity. There is a minimal structure
containing an instruction, main
points, and conclusion, with
adequate referencing.		 Presentation is unfocused and
confused. Parts of the
introduction, body or conclusion
is missing. Reference are minimal
or not at all.
Demonstrating
thorough
knowledge of key
issues relating to
the case study.		 Demonstrates thorough knowledge
of key issues related to the case
study. Knowledge and claims are well
supported by evidence.		 Demonstrates good knowledge of
key issues related to the case
study. Knowledge and claims are
supported by evidence.		 Demonstrates knowledge of
key issues related to the case
study. Knowledge and claims
are supported by evidence.		 Demonstrates sufficient knowledge
of key issues related to the case
study. Knowledge and claims are
sometimes supported by evidence.		 Demonstrates insufficient
knowledge of key issues related
to the case study. Knowledge
and claims are not supported
by evidence.
Demonstrating
clear understanding
of skills and
knowledge required
for working
effectively with
chosen client.		 Chose professional skills and
knowledge that are most relevant to
the case study and describes their
use succinctly and in detail. All that is
presented is well supported by
evidence.		 Chose professional skills and
knowledge that are relevant to the
case study. Descriptions of their use
are well stated and complete.
Well supported by evidence.		 Chose professional skills and
knowledge that are relevant to
the case study. Descriptions of
their use are well stated and
generally complete for the
client group. Mostly supported
by evidence.		 Chose professional skills and
knowledge that are relevant to the
client. Descriptions of their use are
stated in an adequate manner and
generally complete. Sometimes
supported by evidence.		 Chose professional skills and
knowledge that are not relevant
to the client. Descriptions of
their use are not stated in an
adequate manner. Not
supported by evidence.
Describing the
challenges and
barriers in working
with the chosen
young person and
family.		 Description of the challenges, barriers,
ethical dilemmas and solutions in
working with the chosen young person
and family is complete and clearly
stated. Presentation is informed by
evidence.		 Description of the challenges,
barriers, ethical dilemmas and
solutions in working with the
chosen young person and family is
well stated. Presentation is
informed by evidence.		 Description of the challenges,
barriers, ethical dilemmas and
solutions in working with the
chosen young person and
family is almost complete, and
generally suitable to client
group. Presentation is mostly
informed by evidence.		 Description of the challenges,
barriers, ethical dilemmas and
solutions in working with the
chosen young person and family
is sufficiently complete.
Presentation is adequately
informed by evidence.		 Description of the problems,
barriers, ethical dilemmas and
solutions in working with a
chosen young person and family
is not complete and/or not
generally suitable for the client
group. Claims are not informed
by evidence.

18
Assessment 3: Individual Written Essay (40%)
Due Date Week 11
Word Count: 2000 ā€“ 2500 words
Students are required to submit a written essay responding to the following:
Critically analyse the advantages and disadvantages of using risk assessment and risk management
approaches when working with young people and families in ONE of three contexts – child
protection, out-of-home care, or youth justice. In your answer to this question, you must:

ā€¢ Define risk, risk factors, risk assessment and risk management
ā€¢ Consider the advantages of risk assessment and risk management strategies when working
withyoung people (in child protection, or out-of-home care, or youth justice).
ā€¢ Consider the disadvantages of risk assessment and risk management strategies when
workingwith young people (in child protection, or out-of-home care, or youth justice)
ā€¢ Provide recommendations about how to use risk effectively and ethically in your chosen context
ā€¢ Best practice recommendations should be persuasive, logical and research based.

– and in a way that promotes young peopleā€™s immediate safety and longer term
developmentand wellbeing.
You must use APA 7 referencing. Your essay should include at least 12 (scholarly) journal articles
read, in addition to any textbook references. The format and content of your essay will be discussed
in greaterdetail during tutorials.
Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way
constitute academic references for the purpose of your assignments. If you rely on such sources for
theoretical support, you will be deemed NOT to have met the requirements of the assessment.
SPS202 Working with Young People and Their Families ā€“ Trimester 3-2020 19
19
Assessment Criteria

Criteria Weighting 100% HD D C P F
Clear and organized structure 20%
Definition provided, and clear
explanation of advantages and
Disadvantages of risk assessment and
management strategies.		 30%
Conclusions and recommendations
Derived (regarding how to use risk
effectively and ethically in your chosen
context).		 30%
Correct referencing and use of up-to
date and relevant resources		 20%
TOTAL /40%

20

Criteria High Distinction
80% –		 Distinction
70%- 79%		 Credit
60-69%		 Pass
50-59%		 Fail
0-49%
Structure There is a clear
introduction outlining
statement of purpose.
The essay contains a
clear introduction,
main points, and
conclusion of the right
size.		 There is an
introduction outlining
statement of purpose.
The essay contains an
introduction, main
points, and conclusion
of the right size.		 Statement of purpose
of the essay is made
somewhat clear. The
essay contains an
overall structure
containing an
introduction, main
points, and conclusion.		 The purpose of the
essay lacks clarity.
There is a loose
structure containing an
introduction, main
points, and conclusion.		 Essay is unfocused and
confused. Parts of the
introduction, body or
conclusion is missing.
Explanation of
advantages and
disadvantages		 The advantages and
disadvantages of the
policies and practices
are thoroughly and
accurately presented.		 The advantages and
disadvantages of the
policies and practices
are accurately
presented.		 The advantages and
disadvantages of the
policies and practices
are presented.		 The advantages and
disadvantages of the
policies and practices
are sufficiently well
presented.		 The advantages and
disadvantages of the
policies and practices
are not well presented.
Conclusions and
recommendations
derived from critical
analysis and
assessment of the
topic. Ethical issues
are identified.		 A comprehensive and
critical analysis is
developed with
identification of gaps
and/or limitations of
the research. Ethical
issues are identified.
Best practice
recommendations are		 A good critical analysis
is developed with
identification of gaps
and/or limitation or
research. Ethical issues
are identified. Best
practice
recommendations are
persuasive, logical and
evidence informed.		 A critical analysis is
developed. with
identification of gaps
and/or limitation or
research. For the most
part, best practice
recommendations are
persuasive, logical and
evidence informed,		 There is minimal
critical analysis, with
very few best practice
recommendations
and/or
recommendations are
not well through or
informed by evidence.
Ethical issues are not
well considered.		 Analysis is not well
developed. It lacks
identification of
research gaps and/or
limitations, and lacks
appropriately
formulated best
practice
recommendations.
Ethical issues are no

21

persuasive, logical and
evidence informed.		 and ethical issues are
identified.		 identified or
considered.
Referencing All levels of content
are covered in depth.
Wide range of
contemporary
references and sources
are well cited when
specific statements are
made		 High level of content is
covered in depth.
Wide range of good
references and sources
are well cited when
specific statements are
made		 Appropriate content is
covered in reasonable
depth. Sources are
generally well cited
when specific
statements are made		 Most major sections of
the relevant content
included, but not
covered in as much
depth, or as explicit, as
expected
References were basic
and some errors of
citation		 Major sections of
relevant content have
been omitted or
missed Inadequate
references and poor
citation
TOTAL

22
SPS202 Working with Young People and Their Families ā€“ Trimester 3-2020 22
TUTORIAL PARTICIPATION & ACTIVITIES (10%)
This assessment encourages students to articulate their ideas, build shared understandings, engage
with content, and to contribute to a dynamic learning environment.

Criteria Areas to be covered Weight
Outstanding participation ā€¢
ā€¢ ā€¢ ā€¢ ā€¢		 Contributing to whole class discussions
Illustrating high quality of the contributions: to readings,
materials, assessing the key issues, analysing problems
Demonstrating high level of preparation and skills in
leading discussions
High level of facilitating skills and responding to peersā€™
contributions: in small group discussions or debate
Leading group discussions		 10%
Good participation ā€¢
ā€¢ ā€¢ ā€¢ ā€¢		 Contributing to good class discussions
Illustrating good quality of the contributions: to readings,
materials, assessing the key issues, analysing problems
Demonstrating good preparation and skills in leading
discussions
Demonstrate facilitating skills and responding to peersā€™
contributions: in small group discussions or debate
Illustrating some leading group discussions		 7%
Satisfactory participation ā€¢
ā€¢ ā€¢ ā€¢ ā€¢		 Contributing to whole class discussions at times
Illustrating some quality of the contributions: to readings,
materials, assessing the key issues, analysing problems
Demonstrating some level of preparation and skills in
leading discussions
Demonstrating some level of facilitating skills and
responding to peersā€™ contributions: in small group
discussions or debate
Illustrating effort in leading group discussions		 5%
Poor participation ā€¢
ā€¢ ā€¢ ā€¢ ā€¢		 Contribution to whole class discussions is absent
Illustrating minimal quality of the contributions: to
readings, materials, assessing the key issues, analysing
problems
Demonstrating minimal level of preparation and skills in
leading discussions
Demonstrating minimal level of facilitating skills and
lacking responds to peersā€™ contributions: in small group
discussions or debate
Illustrating minimal effort in leading group discussions		 <2%

23
IMPORTANT NOTES ON PASSING THIS UNIT
Moodle Unit Site
Important information, announcements, learning materials, learning activities and assessment specifications
concerning this unit can also be found on Moodle, accessible via https://lms.stotts.edu.au/. Ensure to log in
on a regular basis and undertake activities which are set on Moodle. The written assessments will also need to
be submitted through Moodle unless the tutor sets other methods of submission.
Please follow the below link to activate your Moodle account:
1. Type the URL: https://lms.stotts.edu.au/

Username: Student Number
Password: Student Number

For example, your student number is 1037234. To activate your Moodle, you will:
1. Enter your username: 1037234
2. Enter your password: 1037234
Once you log-in, you will be required to reset your password. Please remember your password, and store it
safely.
Student Portal on RTOManager
RTOManager is your student portal. All enrolment details, fee records, attendance and results will be updated
through RTOManager.
Please follow the below instructions to activate your RTOManager account:
1. Type the URL: https://ae.rtomanager.com.au/
2. Username: Student Number
3. Password: (will be emailed to you when your account has been setup,
normally one week after your enrolment).
24
Once you log in, please click the Profile section, and update your details accordingly, i.e. address, email,
phone number, etc.
(As part of your enrolment requirements, it is mandatory for students to provide your most up-to-date
details in the system.)
You may also click on ā€œChange Passwordā€ and reset the password provided to you. Please ensure that you
do not share your login details with others.
Email Communication
Emails to the educators must be sent from the Stottā€™s student email account and vice versa. If students access
their emails through a provider other than Stottā€™s, it is the studentā€™s responsibility to ensure that Stottā€™s emails
are forwarded to the studentā€™s private email address. Stottā€™s will use email communications as primary means
of communicating important enrolment and study information to students.
Course Progress
Students should become familiar with the academic policies and procedures regarding course progress as
found on https://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx
To demonstrate satisfactory course progress, a student will need to achieve at least a ā€œPassā€ result in at least
50% of units undertaken in each trimester. Where applicable, the student must at all times be capable of
completing the course within the expected duration as specified on the Confirmation of Enrolment (CoE).
If the student fails to demonstrate this, they will be identified as a student who is ā€œat-riskā€ of failing to
complete their course within the expected duration. In order to avoid this and to ensure that the studentā€™s
25
study will improve in the subsequent trimester, the student will be required to attend an intervention
meeting with the Academic Support Officer (or the relevant Stottā€™s College representative) to discuss their
study needs and appropriate study support strategies. It is crucial that the student attends this meeting to
avoid further actions being taken by the College that might seriously affect the studentā€™s enrolment status.
If the student is unable to attend this meeting due to compassionate or compelling circumstances outside of
the studentā€™s control, the student will need to e-mail the Academic Support Officer (or Stottā€™s College
representative) to organise an alternative meeting.
Individual and Group Assessments
All assessments will have clear guidelines on whether they must be completed individually or as a formal
group assessment. While group discussion is encouraged, the final submission for an individual written
assessment must be the studentā€™s original work. All collaboration and assistance received must be clearly
acknowledged. See below for information on Plagiarism and other forms of Academic Misconduct.
Assignment Extension of Due Dates
All written assessments must be submitted on Moodle by the due date and time the assessment is due.
Written assessments should be submitted with the Assessment Cover Sheet and follow the Written
Assessment Formatting Guidelines available on Moodle. Emails and hard copies will not be considered a
submission. A duplicate copy of all work submitted must be kept by the student.
Permission to make a late submission of an assignment must be obtained from the tutor. Extension requests
for up to 7 days must be submitted in writing to the tutor before the assessment due date. Having ā€˜work in
other unitsā€™ will not be accepted as reasonable grounds for granting an extension. Additionally, excuses
involving computers or printers will not be accepted as valid reasons for late submission. It is the studentā€™s
responsibility to organise their assessments so that all required work is submitted by the due date.
Where the studentā€™s work is submitted after the due date and compassionate or compelling grounds cannot
be established, there will be a penalty of 5% of the total weight of the assessment for each day (including
public holidays and weekends) the submission is overdue. Late submissions will only be allowed up to 14
days after the original due date (minus the period for an approved extension, where applicable).

Due Date
Before Due Date
Before Due Date
After Due Date		 Length of
Extension		 Form Approval
Up to a maximum
of 7 days		 In writing, such as through an e
mail		 Tutor
More than 7 days Application for Special
Consideration Form (Student
Portal)		 Course Coordinator
Application for Special
Consideration Form (Student
Portal) Must be submitted
within three days of the due
date		 Course Coordinator

26
Absence during Presentations, Exams and Invigilated Tests
If the student is requesting for an extension that is longer than 7 days or unable to complete an assessment
(including a presentation or test) due to compassionate or compelling circumstances, the student must
complete and submit the Application for Special Consideration Form to the Course Coordinator within three
days of the assessment due date. Appropriate evidence and documentation must also be supplied to support
the claim. Minor illnesses (such as headaches, colds and minor gastric upsets) and excuses such as timetable
confusion or forgetfulness are not considered to be valid reasons for special consideration. The form is
available on the Student Portal.
A deferred or a supplementary examination or online test may be administered as scheduled by the
Department. Students will only be granted one opportunity to take a deferred test.
For students with life circumstances or personal limitations that may affect their course of study, it is
recommended that they contact the Dean or Course Coordinator as soon as possible.
Plagiarism and Academic Misconduct
Plagiarism and academic misconduct
Stottā€™s College aims to produce graduates with attributes of honesty, integrity and ethical behaviour. Stottā€™s
College expects students to strive for the best results they can from their own efforts and to gain results that
reflect their achievements. It is expected that students will avoid behaviours that are dishonest such as
contract cheating, plagiarism and collusion. It is your responsibility to learn the conventions and become
familiar with the policy and procedures relating to academic misconduct.
Contract Cheating
Occurs when a student submits work that has been completed for them by a third party, irrespective of the
third party’s relationship with the student, and whether they are paid or unpaid (Harper & Bretag et al 2018).
The consequences and more information can be found in Stottā€™s Collegeā€™s Academic Misconduct policy and
procedure at https://ae.rtomanager.com.au/
Results or Grade Review
If the student would like to request a review of their assessment results, the student must fill and submit the
Application for Review or Remark of Assessment Form (Student Portal on RTOManager) within 20 working
days to the Course Coordinator or delegate. Reviews after this date will not be heard. There will be a charge
associated with this application, and any changes made to the results will override the original results and be
final.
Student Support
The lecturers and tutors will be able to assist the student regarding unit specific questions or assessment
queries. In addition to this, there are a variety of other academic and non-academic support services available
to assist students in their study ranging from how to analyse assignment questions, researching for
background reading, structuring answers to rewriting skills and citing and referencing correctly. Please
27
contact your Academic Support Officer in your campus or program for more details. There will also be
workshops on library and study skills available throughout the trimester for all students. These workshops
are extremely useful for study and they can help students obtain excellent academic outcomes.
28
Assessment Grades

Code Grade
(Nomenclature)		 Mark Information
HD High Distinction 80-
100		 Outstanding comprehension
and demonstration of Unit
Learning Outcomes
D Distinction 70-79 Excellent comprehension and
demonstration of Unit
Learning Outcomes
C Credit 60-69 Sound comprehension and
demonstration of Unit
Learning Outcomes
P Pass 50-59 Satisfactory comprehension and
demonstration of Unit Learning
Outcomes
PSA Pass
Supplementary
Assessment		 50 Awarded a Pass after successfully
passing a supplementary assessment
N Fail Below
50%		 Fails to achieve Satisfactory
comprehension and demonstration of
Unit Learning Outcomes
R Resit 45-49 Interim grade pending result of
supplementary assessment.
Success in the supplementary
assessment will result in a PSA. If
resulting in unsuccessful result, N.
IMPORTANT: Only students who
have attempted all assessment tasks
in the unit may be eligible for a
supplementary assessment.
ND Deferred Result – Interim grade pending result
of a deferred exam
DNS Did Not Sit Exam 0-60 Completed some assessments of the
unit but did not attempt final exam
DNA Did Not Attempt
Unit		 0 Enrolled in unit, did not withdraw but
did not attempt any unit assessments
Q Did Not Make
Terms		 0-100 Failed unit for any other reason
W Withheld Result – Results withheld for non-payment of
fees, outstanding library books other
administrative reasons
CT Credit Transfer – Unit previously completed at another
Higher Education Provider and
deemed equivalent
RPL Recognition of Prior
Learning		 – Awarding of credit for unit
other than Credit Transfer, i.e.
completion of lower AQF level
course and subsequent credit
exemptions

29
Version Control

Version 1, 20201222
Study
Period		 Trimester 1-2021
Reviewer Tertiary Program Manager & Director of Curriculum
Note to Educator/Trainer: The layout and structure of this document must not be changed. Any
changes you make to the contents must be reported to the Head of Discipline before each study
period. These changes will be recorded.
Date of
Review		 31.01.2021

Document Change and Review log
Provide details of changes made to the document and the rationale for the changes, including student feedback,
continuous improvement, or as part of quality assurance review

Date Version By Notes
27.01.2021 1,
20201222		 KB Update to Assessment 4 case studies
Streamlined Assessment 5 to one major question with sub-questions
(from the previous two question options)
31.01.2021 1,
20201222		 KS Update to APA 7 referencing
Update to all references to assessments/marking to be directed to
Tutors

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